State Profile For Wisconsin

Data sources used in this profile (PDF,177Kb)

State Director

Mr. Daniel Clancy, President
Wisconsin Technical College System
4622 University Avenue
Madison, WI 53707-7874

CTE Web Site(s) as Applicable

Secondary: http://www.dpi.wisconsin.gov/cte/index.html

Postsecondary: http://www.wtcsystem.edu/

Mission

The Wisconsin Technical College System is the premier provider of technical education. We develop individuals who apply knowledge and skills to enhance quality of life and boost economic vitality. We are committed to extending learning beyond the classroom and throughout life. To meet each student’s educational needs, we:

• Deliver high quality instruction and services that are responsive, flexible and accessible.


• Join talent and technology to make learning generously available and imaginatively delivered.


• Commit to high standards and accountability.


• Create strategic alliances that expand students’ learning opportunities.


• Respect each other’s dignity, embrace diversity, and offer opportunities for growth.

CTE Statistics

CTE Governance Structure

CTE Funding: Non-Perkins

Key: Increased Funding      Decreased Funding       Funding Maintained  

State Secondary Funding:
State Postsecondary Funding:
Local Secondary Funding:
Local Postsecondary Funding:

State Director Roles and Responsibilities

The State Director has the title of President of the Wisconsin Technical College System. The Director is an appointed position that oversees all postsecondary career and technical education programs operated by the sixteen WTCS colleges that cover the entire state of Wisconsin.

CTE Connections to Secondary Education and High School Reform

Career technical education plays a significant role in high school reform efforts. The Wisconsin Technical College System (WTCS) is working jointly with the Wisconsin Department of Public Instruction (DPI), which is responsible for K-12 education, in implementation of career clusters and career pathways. WTCS is providing input and expertise to DPI’s high school reform initiative through its partnership in the American Diploma and 21st Century Skills projects.

Implementation of Career Clusters

Wisconsin has adopted as a framework for its identification of programs of study the sixteen career clusters and eighty-one pathways identified as part of the national Career Clusters Framework funded by the US Department of Education. Wisconsin believes that Career Clusters offer several benefits such as providing an infrastructure for a seamless educational transition between all learner levels and an improved quality of CTE. Through Career Cluster implementation students will be able to benefit from career guidance and an organized sequence of courses.
In order to effectively implement Career Clusters, Wisconsin has integrated Career Clusters into the state plan. The state has also assigned a Wisconsin Technical College System Office staff to each career cluster. To support this effort, Wisconsin has used career clusters to support effective transitions between secondary and postsecondary education, benchmarked existing program standards against Career Cluster skill statements, and redirected state resources and personnel.
Several delivery methods are being used to implement Career Clusters, including National Career Academies, career academies, magnet schools, Tech Prep, and high school reform efforts.

Implementation levels of programs of study

• Secondary and 2-year Postsecondary: Multiple programs of study have been developed and are being implemented between secondary and postsecondary programs for 64 occupational pathways across 14 of the 16 career clusters. A program of study for a single pathway has been developed and is being implemented for career clusters: Government & Public Administration and Law, Public Safety, Corrections & Security.


• 4-year Postsecondary: No Secondary to 4-year postsecondary programs fo study have been created under Perkins IV funding, but Wisconsin has a growing number of articulated (transfer) programs with the University of Wisconsin System in fields such as nursing (BSN) completion, early childhood education, engineering, and engineering management. These articulated programs are typically 2+2 programs that students could begin as 2+2+2 secondary to 2-year postsecondary programs of study.

Indicators

Secondary Indicators

Indicator	Yes/No
Source: CAR Report	2003-4	2004-5	2005-6	2006-7
Academic Achievement
Vocational Skills
Diploma Equivalent Degree Credential
Diploma With Proficiency Credential
Total Placement
Nontraditional Participation
Nontraditional Completion

Post Secondary Indicators

Indicator	Yes/No
Source: CAR Report	2003-4	2004-5	2005-6	2006-7
Academic Achievement
Vocational Skills
Diploma Equivalent Degree Credential
Total Placement
Retention
Nontraditional Participation
Nontraditional Completion

Key:

• - Yes
• - No
• - Data unavailable

Source

The data in the above chart was taken from the Carl D. Perkins Vocational and Technical Education Act Reports to Congress on State Performance (see below). The Consolidated Annual Report, or CAR, is a mandatory fiscal and accountability report submitted by each state to the U.S. Department of Education. It provides performance information on Perkins indicators. A red X means a state did not meet its adjusted level of performance and a green checkmark means that the state did meet its goal. A blue bar in the Secondary Indicators table means that the state does not offer students the opportunity to earn both a high school diploma and other credential (e.g., a skill certificate) or that the data was not otherwise provided by the state. A blue bar in the Postsecondary Indicators table indicates that the state did not provide data. CAR narratives for individual states are hyperlinked below.

Carl D. Perkins Vocational and Technical Education Act Reports to Congress on State Performance

State profiles for each of the core indicators (academic attainment, attainment of diplomas or degrees, placement and retention in further education or employment, and participation and completion of non-traditional training programs) for secondary and postsecondary programs. Also included are federal allocations, enrollment by gender, and a brief description of program improvement and data quality efforts for each state.

• Performance Program Year 2006-2007 (PDF, 2.6 MB)
• Performance Program Year 2005-2006 (PDF, 6.6 MB)
• Performance Program Year 2004-2005 (PDF, 1.8 MB)
• Performance Program Year 2003-2004 (PDF, 3.5 MB)

CAR Narratives for individual states

• 2003-2004
• 2004-2005
• 2005-2006
• 2006-2007

Last updated on 09/17/2009